In two previous studies we assessed a difficulty of dyslexic readers with letter string processing by using variants of the partial report paradigm, e.g., Averbach and Coriell [Averbach, E., & Coriell, A. S. (1961). Short-term memory in vision. Bell Systems Technical Journal, 40, 309-328] which requires report of a letter name in response to a position cue. The poor dyslexic performance was int...

Several studies have found evidence of motor deficits in poor readers. There is no obvious reason for motor and literacy skills to go together, and it has been suggested that both deficits could be indicative of an underlying problem with cerebellar function and/or procedural learning. However, the picture is complicated by the fact that reading problems often co-occur with oral language impair...

Although it is largely agreed that phonological processing deficits are a major cause of poor reading, the neural origins of phonological processing are not well understood. We now show, for the first time, that phonological decoding, measured with a test of single-nonword reading, is significantly correlated with the timing of subcortical auditory processing and also, to a lesser extent, with ...

The visual attention (VA) span deficit hypothesis of developmental dyslexia posits that impaired multiple element processing can be responsible for poor reading outcomes. In VA span impaired dyslexic children, poor performance on letter report tasks is associated with reduced parietal activations for multiple letter processing. While this hints towards a non-specific, attention-based dysfunctio...

In the present study, we compared the rapid visual and auditory temporal processing ability of above average and average readers. One hundred five undergraduates participated in various visual and auditory temporal tasks. The above average readers exhibited lower auditory and visual temporal resolution thresholds than did the average readers, but only the differences in the auditory tasks were ...

PURPOSE To examine concurrently and retrospectively the language abilities of children with specific reading comprehension deficits ("poor comprehenders") and compare them to typical readers and children with specific decoding deficits ("poor decoders"). METHOD In Study 1, the authors identified 57 poor comprehenders, 27 poor decoders, and 98 typical readers on the basis of 8th-grade reading ...